Ethics Textbooks Research Articles

A Rubik’s Cube-Inspired Pedagogical Tool for Teaching and Learning Engineering Ethics

To facilitate engineering students’ understanding of engineering ethics and support instructors in developing course content, this study introduces an innovative educational tool drawing inspiration from the Rubik’s Cube metaphor. This Engineering Ethics Knowledge Rubik’s Cube (EEKRC) integrates six key aspects—ethical theories, codes of ethics, ethical issues, engineering disciplines, stakeholders, and life cycle—identified through an analysis of engineering ethics textbooks and courses across the United States, Singapore, and China. This analysis underpins the selection of the six aspects, reflecting the shared and unique elements of engineering ethics education in these regions. In an engineering ethics course, the EEKRC serves multiple functions: it provides visual support for grasping engineering ethics concepts, acts as a pedagogical guide for both experienced and inexperienced educators in course design, offers a complementary assessment method for evaluating students learning outcomes, and assists as a reference for students engaging in ethical analysis.

Korean Traditional Thoughts and Moral Education

Purpose: This study aims to explore the characteristics the Korean traditional thoughts and show some implications to improve the modern moral education in South Korea. Method: This study looked at books from the past that contained much of Korean traditional thoughts. Also, I referred to how Korean traditional thoughts were described in moral ethics textbooks. Results: Through this study, the following research results can be discovered. First, contents necessary for moral education can be found in Korean traditional thoughts. Second, the idea of piety for heaven [敬天思想], the spirit of harmony [調和精神], Craftsmanship, the idea of respect for the elderly and filial piety [敬老孝親思想], the spirit of “Seonbi” [선비精神] give many implications to current South Korea. Third, there are many contents in Korean traditional thoughts that are distinct from Confucianism, Buddhism, and Taoism. Conclusion: In conclusion, the idea of piety for heaven, the spirit of harmony, Craftsmanship, the idea of respect for the elderly and filial piety, the spirit of “Seonbi” are currently having a great influence on South Korea. These ideas must continue to be passed on to future generations through moral education. Korean traditional thoughts was Koreanized [韓國化] and developed through interaction with Confucianism, Buddhism, and Taoism. Therefore, our people's ideology cannot be explained solely by the influence of Confucianism, Buddhism, and Taoism. The same goes for moral education. Moral education cannot be found only in Western and Eastern ethical ideas. Moral education must be found in Korean traditional thoughts, which has both Western and Eastern values. In addition, Korea's unique spirit of loving peace and caring for others is a task that needs to be further explored in the future.

중학교 도덕 검정교과서에 나타난 통일교육의 관점: 통일의 필요성 서술을 중심으로

중학교 도덕 검정교과서에 나타난 통일교육의 관점: 통일의 필요성 서술을 중심으로

The Need to Personalise Business Ethics Education

Can business ethics textbooks and modules prepare business students to manage ethical challenges if they bypass students’ personal ethics? This paper is an academic reflection by a Higher Education, business ethics tutor in the UK and Ireland. It charts a pedagogic journey of moving away from lecturing based on the contents of the standard, “impersonal”, business ethics textbook, to moving towards facilitating interaction among students about their ethics in all parts of life, and especially “at work” in their part-time employment. The rationale for this pedagogic shift is supported by excerpts from Journal of Business Ethics Education (JBEE) articles and by current, UK, Higher Education (HE), quality frameworks. Qualitative student feedback on their experience of this more personal design of a business ethics module is included. Ten exercise suggestions and resources are offered. Business ethics textbook authors and tutors are recommended to begin their content with exercises in personal ethics.

Content Analysis of Figures in Ethics Textbooks of Elementary School

Content Analysis of Figures in Ethics Textbooks of Elementary School

Indigenous and gendered persons and peoples in business ethics education: Intersections of Indigenous wisdoms and de Beauvoirian existentialism

AbstractThe purpose of this paper is to explore how business ethics textbooks include Indigenous and gendered persons and peoples and whether they acknowledge Indigenous philosophies and theories. We explore 363 cases from eighteen (18) business ethics textbooks. A form and theme based content analysis was employed to help us better understand the inclusion, obfuscation and omission of Indigenous and gendered persons. A purpose of business ethics education is to disrupt injustice and oppressive practices in business. We find that business ethics education can provide more inclusive and respectful cases as it relates to Indigenous and gendered characters. There are cases that marginalize, obfuscate and omit Indigenous peoples, females, and gender diverse persons. This study contributes to diversity scholarship by identifying ways in which Indigenous and gendered persons and peoples can be included in management and business ethics education.

An Entropy/TOPSIS based Model for Financial prioritization of professional ethics teaching methods in accounting

The collapse of large corporations such as Enron and WorldCom caused much concern about the ethical behavior of accountants among users of accounting service. Ethical behavior in accounting is one of the distinguishing features of accountants, which enable them to make the best decisions for stakeholders. Professional ethics learning plays a major role in the development of ethical behavior. Also, TOPSIS method is a well-known methodology that is applied in a various decision making problems. On the other hand, in order to determine the importance of criteria, the Entropy method is known as a powerful tools. Therefore, the purpose of this study was to investigate the effect of ethics teaching methods on the development of ethical behavior in accounting. This is done by means of an integrated Entropy/TOPSIS based Model for Financial prioritization of professional ethics teaching methods in accounting. The findings of the study showed that the variables of ethics education, style of teaching ethics and ethics textbook content respectively had a 1, 24 and 55 percent impact on the development of ethical behavior in accounting. The results of this study indicate that an ethical training program in accounting is needed to provide accountants with guidance on ethical issues and the importance of ethical standards.

A Study on German Unification Proposal in Ethics Textbook - Referred to the Content of School Unification Education

이 논문은 우리나라 학교 통일교육에서 실증적 사례로서 유용하게 활용될 수 있는 교과내용으로서 독일통일 사례의 특성을 분석하고, 효과적인 활용을 위한 개선 방안을 제시하는데 연구의 목적이 있다. 이를 위해 학교 통일교육이 주요하게 이뤄지는 교과라고 할 수 있는 중·고등학교 도덕·윤리 교과서에서 다루고 있는 독일 통일 사례의 내용을 양적 및 질적 측면에서 체계적으로 분석하였다. 분석결과, 중학교 도덕 교과의 통일교육 내용으로서 독일 통일 사례는 일부 교과서에서만 주내용으로 다뤘고, 다수의 교과서에서는 우리의 통일 과정에서 나타날 수 있는 문제를 학습하는데 활용할 수 있는 참고자료의 형식으로 다뤄졌다. 질적 측면에서는 ‘통일 이후의 모습 이해’에 대한 내용이 주로 제시되었고, ‘통일 전 단계의 이해’나 ‘통일 과정의 이해’에 해당하는 내용은 개괄적으로 언급하는 수준에서 다뤄졌다. 고등학교 교과서에서는 독일 통일 사례가 주로 주 내용과 참고 자료의 형식으로 제시되며 중학교의 교과서의 경우 보다 상대적으로 비중있게 다뤄졌다. 질적 측면에서는 ‘통일 전 단계의 이해’ 영역에 대한 내용이 동서독 간 교류, 협력에 관한 사례를 제시하는 형식으로 비교적 비중있게 다뤄졌고, ‘통일 후 모습 이해’ 영역에 대한 내용도 통일의 성과와 문제점을 병행하여 다루는 형식으로 다수의 교과서에서 비교적 비중있게 다뤄졌다. 반면, ‘통일 과정의 이해’ 영역에 해당하는 내용은 거의 다뤄지지 않았다. 연구 결과를 통해, 중·고등학교의 통일 교육이 보다 실증적인 내용을 기반으로 이뤄질 수 있도록 독일통일 사례 관련 내용을 보완하는 것이 필요하며, 통일 전 단계의 이해, 통일 과정의 이해, 통일 이후의 단계에 이르는 전체 단계에 해당하는 내용을 학생의 관점에서 보다 체계적으로 다루는 것이 필요한 것으로 나타났다.This study aims to analyze the case of German unification as content of Unification Education for middle and high school levels. More specifically, the study focuses on drawing some policy suggestions and implications for Unification Education in South Korea. For this purpose, this study is to scrutinize the Contents of German Unification in school textbooks in terms of its whole structure and details. The result of the study indicates that the Contents of German Unification in the Textbook for Middle School is addressed as reference materials for learning matters with some questionnaires for students. In terms of the substance of the textbook, it is handled mainly about the composition of the state and condition after German Unification. In case of textbooks for high school, the Contents of German Unification is handled as the primary component and substantial materials more utilized than that of the middle school. In terms of the essence of the textbook being handled, it is mainly emphasized on the contents about the situations of pre-unification process. The aftermath of the study points out that the German Unification as an empirical case, it has to be provided basically stressed on the substance of school textbooks in terms of pre-unification process. This is the process of implementation and development after the German Unification for the progress of Unification Education for middle and high school levels.

The Nightingale Still Sings: Ten Ethical Themes in Early Nursing in the United Kingdom, 1888-1989

There is, by Nightingale’s intent, a centrality of “the moral” within nursing. The good nurse was to be a good woman as well, good in a moral sense. Her writings suggested that the qualities of a good nurse must first be the qualities of a good woman. Early American nursing leaders created an extensive body of literature specifically devoted to nursing ethics that included approximately 100 nursing ethics textbooks and editions. Unlike the American literature, the term “ethics” was rarely used in the United Kingdom (UK) nursing literature and there were few nursing ethics textbooks written by UK nurses. Despite this difference, UK journals and textbooks devoted considerable and ongoing attention to concerns that were specifically ethical in nature. This article describes the design and sources used in an extensive review of the UK literature, and describes ten ethical themes in areas that constitute continuing ethical threads in the first century of UK nursing literature from the 1880s to 1980.

The full spectrum of ethical issues in dementia research: findings of a systematic qualitative review

BackgroundWhen including participants with dementia in research, various ethical issues arise. At present, there are only a few existing dementia-specific research guidelines (Committee for Medicinal Products for Human Use in Clinical investigation of medicines for the treatment Alzheimer’s disease (Internet). https://www.ema.europa.eu/en/clinical-investigation-medicines-treatment-alzheimers-disease; Food and Drug Administration, Early Alzheimer’s Disease: Developing Drugs for Treatment Guidance for Industry [Internet]. http://www.fda.gov/regulatory-information/search-fda-guidance-documents/alzheimers-disease-developing-drugs-treatment-guidance-industy), necessitating a more systematic and comprehensive approach to this topic to help researchers and stakeholders address dementia-specific ethical issues in research. A systematic literature review provides information on the ethical issues in dementia-related research and might therefore serve as a basis to improve the ethical conduct of this research. This systematic review aims to provide a broad and unbiased overview of ethical issues in dementia research by reviewing, analysing, and coding the latest literature on the topic.MethodsWe conducted a systematic review in PubMed and Google Scholar (publications in English between 2007 and 2020, no restrictions on the type of publication) of literature on research ethics in dementia research. Ethical issues in research were identified by qualitative text analysis and normative analysis.ResultsThe literature review retrieved 110 references that together mentioned 105 ethical issues in dementia research. This set of ethical issues was structured into a matrix based on the eight major principles from a pre-existing framework on biomedical ethics (Emanuel et al. An Ethical Framework for Biomedical Research. in The Oxford textbook of clinical research ethics, Oxford University Press, Oxford, 2008). Consequently, subcategories were created and further categorized into dementia stages and study phases.ConclusionsThe systematically derived matrix helps raise awareness and understanding of the complex topic of ethical issues in dementia research. The matrix can be used as a basis for researchers, policy makers and other stakeholders when planning, conducting and monitoring research, making decisions on the legal background of the topic, and creating research practice guidelines.

Ethical Issues in COVID-19 Pandemic

The coronavirus SARS-CoV-2 disease (COVID-19) is the most current life-threating disease that affect health and economic sectors in the world. This pandemic raises weighty and urgent ethical issues that affected patients, health care provider and health care systems. Based on medical ethics textbooks, there are four fundamental ethical principles: The principle of respect for autonomy, the principle of beneficence, the principle of non-maleficence, and the principle of justice. Medical ethics scientists have well explained these principles before with full accuracy and detail. In this review article, we discussed the ethical issues raised during the COVID-19 pandemic. Health inequity and inequality, health care rationing/triage, contact tracing technologies and data privacy, movement restriction and exit strategies, and finally COVID-19 research ethics especially clinical trials and vaccine studies could cause ethical problems during Covid-19 pandemic. In this review article, we discuss about these issues and provide some ethical solutions to these issues

2015 개정 교육과정의『윤리와 사상』교과서 분석 - 공자·맹자·순자의 윤리 사상을 중심으로 -

2015 개정 교육과정의『윤리와 사상』교과서 분석 - 공자·맹자·순자의 윤리 사상을 중심으로 -

A nők megjelenítése és szerepe az alsó tagozatos etikatankönyvekben

A tanulmányban azt vizsgáljuk, hogy az Oktatáskutató és Fejlesztő Intézet által kiadott alsó tagozatos erkölcstan tankönyvekben milyen szerepekben, hogyan jelennek meg a nők. Az elméleti háttér áttekintése során röviden bemutatunk korábbi, a nők tankönyvbeli reprezentációját vizsgáló tanulmányokat, valamint a tantárgyat és a hozzá kapcsolódó alapelveket és célokat. Írásunkban arra keressük a választ, hogy a 2013-ban bevezetett új tantárgyhoz készült tankönyvekben milyen szerepekben jelennek meg a nők, ezzel összefüggésben a Nemzeti alaptantervben megfogalmazott célok megvalósulnak-e, valamint, hogy a tankönyvi feladatokban tükröződneke a nők tankönyvbeli reprezentációját vizsgáló kutatások eredményei. A mintába választott tankönyvek kvantitatív jellegű mutatóinak bemutatását a prezentált feladatok kvalitatív tartalomelemzése követi. Az eredményeink szerint a vizsgált alsó tagozatos erkölcstan tankönyvekben elsősorban a fehér, férfi kultúra dominál. A nők nem a valós társadalmi arányszámban jelennek meg a tankönyvi teremtett világban. Mindazonáltal a változó nemi szerepekkel explicit módon foglalkozó nagyon kevés feladat a tanítási gyakorlatban várhatóan fejlesztő és érzékenyítő hatású lehet. A tankönyvekben felülreprezentáltak a férfiak, valamint a korábbi kutatásokban is jelzett androcentrizmus és a nemi polarizáció továbbra is hátráltatja a modern társadalmi nemi szerepek hatékony és korszerű tárgyalását. A kutatás során megfogalmazott javaslatok értelmében a nőkkel kapcsolatos tartalmak arányszámának és jellegének a valós társadalomhoz volna szükséges igazodnia.

“Friendly to all beings”: Annie Besant as ethicist

ABSTRACT Annie Besant (1847–1933) has rarely been identified as a philosopher. Her work as an ethicist has been obscured by the reaction of critics to her abandonment of Anglican Christianity for serial engagements with theism, atheism, collectivist socialism, and Theosophy – often characterized as fickle and indecisive ‘conversions’. However, Besant saw these engagements as stages in a quest for a universally applicable system of morality and conduct founded on empirical principles, and as valid as any scientific law. This article positions Besant as an ethicist working in the virtue ethics tradition, as defined by Rosalind Hursthouse, first by examining Besant’s ethical evolution, driven by the philosophical problem of whether ethics can exist without metaphysics (which she sometimes phrased as ‘Can morals exist without religion?’), and second, by identifying an anonymously published Advanced Text Book of Hindu Religion and Ethics (1903) as the most complete expression of her syncretic ethical system.

Beyond the Difference Principle: Rawlsian Justice, Business Ethics, and the Morality of the Market

The philosophical work of John Rawls has had a tremendous influence on contemporary business ethics. But that influence has been limited to a relatively narrow portion of Rawls’ ideas. Business ethics textbooks and journal articles focus much more heavily on Rawls’ Theory of Justice than they do his more mature Political Liberalism. And even within the former book, they focus almost entirely on Rawls’s discussion of the original position and the two principles of justice. This narrowness of focus has resulted in a tendency either to misunderstand the implications of the full range of Rawlsian ideas for questions about the regulation and possible public ownership of business, or to accept uncritically Rawls’s own barely defended assumptions about those implications. Rawlsian thought, this chapter concludes, is not as hostile to the institutions of private property and market processes as Rawls’s critics, and sometimes his followers, have suggested. But neither is it as hospitable to them as its own principles suggest it should be.

Автобіографічні мотиви у творах про школу Василя Сухомлинського

Introduction . The article analyzes works of art, in particular works about the school and schoolchildren, the outstanding teacher Vasyl Sukhomlynsky through the prism of his pedagogical system and pedagogical works. The article highlights the agreement between the real facts of Vasyl Sukhomlynsky's biography and the plot collisions that underlie his works of art. It is also noted that the moral and ethical principles of the writer are formalized on the basis of specific artistic texts. A number of concepts that the author operates in the works and that form the foundation of the author's pedagogical concept are traced. The purpose of this article is to describe the relationship of real biographical qualities of V. O. Sukhomlinsky on the basis of a selected range of works of art on the theme of school, show a unique combination of teacher and novelist and raise important and relevant topics for the younger generation, including issues of moral choice: duty and irresponsibility, pity and callousness, participation and indifference, spirituality and emptiness etc. To achieve this goal, the article uses descriptive, comparative and historical research methods. The main results of the research is the analysis of Vasyl Sukhomlynsky's works from the collection "Flower of the Sun", from the collection "Textbook of Ethics" and the study of his pedagogical work. Vasyl Sukhomlynsky, as the director of the school, put his postulates into practice, in particular in the methods of primary education, in the educational process. The interweaving of the writer's literary and pedagogical work is an extremely valuable treasure for teachers, which allows the educator to think for himself, to pass through a philosophical idea, and then to influence children not only indirectly but also directly, by means of artistic words. Vasyl Oleksandrovych's works encourage understanding of the feelings of children and teachers, analysis and comprehension of the heroes' actions, and formulation of certain conclusions. The scientific originality ty of the research results is based on the fact that first of all the name of Vasyl Sukhomlynsky is associated with pedagogy and didactic methods, and the artistic heritage of the author is left aside, despite its wide palette. In this article, we emphasize that the scale of Vasyl Oleksandrovych's personality was not limited to this one area - his literary flair was also evident. Conclusion . V.O. Sukhomlinsky left children and adults an extremely valuable treasure - his literary and pedagogical work, a didactic tool that allows to educate children not only indirectly but also directly, by means of artistic expression. V. Sukhomlynsky's story is a table book for children and teachers also because they teach children first of all, but not only them, wisdom and humanity, they instill in the child's mind traditional high moral qualities and priorities. The author's artistic miniatures have a deep philosophical connotation therefore, it is important to study the author's work in the literary aspect .

Collective Impact Problems and the Promise for Business Ethics

“Collective impact problems” refer to situations where there is a collective harm or benefit, but where no single action seems to make a difference one way or the other. Collective impact problems arise when considering several pressing ethical issues in business, such as shareholder and consumer activism, business and climate change, factory farming and animal welfare, fair-trade and sweatshop labor, and corporate philanthropy. Unfortunately, business ethics textbooks do not explicitly deal with collective impact problems and, as such, students may be lacking the theoretical and practical skills necessary to deal with issues of significant moral concern. This paper helps to address this gap by introducing the reader to some collective impact cases in business ethics, detailing the challenges that collective impact problems pose for consequentialist and non-consequentialists alike, and highlighting some of the promising pedagogical benefits of using collective impact cases in a business ethics class.

2015 개정 교육과정에 따른 고등학교 윤리교과서에 나타난 불교 서술체재 및 내용 분석

본 연구는 2015 개정 교육과정에 따른 고등학교 윤리교과서 11종에 나타난 불교 관련 서술을 중심으로 두 가지 사항에서 논의를 진행하였다. 첫째는 고등학교 윤리교과서에서 불교는 어떤 내용을 어떤 방식으로 서술되고 있는가를 탐구하여 밝히고자 하였다. 둘째는 교과서 집필진들이 서술한 불교와 불교윤리와 관련된 내용을 비판적으로 분석하는 작업이다. 분석 기준은 두 가지이다. 하나는 불교가 학생들에게 궁극적으로 이해되는가이다. 다른 하나는 불교윤리가 학생들이 겪고 있는 문제 상황을 지혜롭게 해결하는 데 도움을 주는가이다. 이때 불교윤리는 윤리과 교육의 성격과 목적에 맞게 오류 없이 서술되어야 한다. 본 연구는 이와 같은 분석 과정을 통해서 불교 관련 내용오류를 점검하고, 학생들의 삶에 도움이 되는 윤리과 교육에 부합하는 불교 서술 안을 제안하였다.

The Development of the Ethics Textbooks in China Since the Reform and Opening-up

The development of ethics as an independent discipline is inseparable from the continuous improvement of teaching materials, and ethics textbooks are an important carrier of ethics learning. In the historical process of China's 40 years of reform and opening up, the development of ethics textbooks has experienced three important historical stages: beginning, perfection and maturity. In this process, with the guidance of Marxism, the author keeps on promoting the main theme, and discusses in detail the ethical research object and its essence, the history of Chinese and foreign ethical thoughts, moral structure, applied ethics and the development prospects of ethics, which greatly promoted The advancement of ethics throughout the discipline also reminds researchers of the future of ethics. However, there is still room for further improvement in the form of expression, rationale, and practice of the textbook. In view of this, the construction of ethics textbooks must inherit the Chinese excellent traditional culture with the compatibility and integration of diverse positions and methods, absorb the reasonable content of Western culture, innovate the expression of teaching materials, focus on the theoretical logic, pay attention to the reality of life, and let ethics enter life. To enhance the acceptability, scientificity and practicality of the textbook.

Expanding the Context of Moral Decision-Making

Many introductory ethics courses focus narrowly on the cultivation of moral reasoning. A review of introductory ethics textbooks, for example, finds that most focus either on exploring moral theories and approaches in detail or on describing moral theories and then applying them to contemporary issues. I argue that these approaches fail to recognize humans as biologically driven, psychologically shaped, and sociologically constrained beings. I examine the factors influencing thinking and action in each of three areas—the role of emotion in moral decision-making, the problem of unconscious bias, and the influence of social structures—and argue for a broader approach to teaching introductory ethics that takes these factors into consideration. The article describes some classroom approaches for fostering understanding of these factors, as well as strategies students can use to act more effectively.